Relationship between emotional motivation and academic performance in second language learning

This article presents the results of a research study on the role that affective motivation plays in learning a second language (L2). There were 171 American university students of Spain, German, Italy, and Japan as a second language participated in the study. This was an ex post facto, cross-sectio...

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Detalles Bibliográficos
Autores: Abad-Mancheño, Alfonso, León-Mejía, Ana Cristina, Sánchez Cabrero, Roberto
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad Autónoma de Madrid
Repositorio:Biblos-e Archivo. Repositorio Institucional de la UAM
Idioma:inglés
OAI Identifier:oai:repositorio.uam.es:10486/707360
Acceso en línea:http://hdl.handle.net/10486/707360
https://dx.doi.org/10.11591/ijere.v11i3.22495
Access Level:acceso abierto
Palabra clave:Age
Foreign language learning
Gender
Ideal self
Motivation
Ought-to-self
Educación
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spelling Relationship between emotional motivation and academic performance in second language learningAbad-Mancheño, AlfonsoLeón-Mejía, Ana CristinaSánchez Cabrero, RobertoAgeForeign language learningGenderIdeal selfMotivationOught-to-selfEducaciónThis article presents the results of a research study on the role that affective motivation plays in learning a second language (L2). There were 171 American university students of Spain, German, Italy, and Japan as a second language participated in the study. This was an ex post facto, cross-sectional, and correlational quantitative study that informs us of which is the type of motivation most beneficial for learners and considers variables such as age, gender, academic performance, and the intention to continue studying a second language. An online questionnaire based on the Dörnyei motivational model was administered. The results show that the variables ideal self and “projection of intended effort” of the learners are positively and significantly related to the academic performance of the students and to the intention of enrollment in future foreign language classes. At the opposite extreme, the deontic self or ought-to-self does not correlate significantly with any of the rest of the variables considered. Regarding the cross-sectional analysis of age and gender, no significant differences were found in gender. However, there was a negative and significant correlation between age and academic performance. Furthermore, there was positive and significant correlation between age and projected effort.Institute of Advanced Engineering and Science (IAES)Departamento de Psicología Evolutiva y de la EducaciónFacultad de Formación de Profesorado y Educación20222022-09-01research articlehttp://purl.org/coar/resource_type/c_2df8fbb1VoRhttp://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10486/707360https://dx.doi.org/10.11591/ijere.v11i3.22495reponame:Biblos-e Archivo. Repositorio Institucional de la UAMinstname:Universidad Autónoma de MadridInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccessoai:repositorio.uam.es:10486/7073602026-06-23T12:46:27Z
dc.title.none.fl_str_mv Relationship between emotional motivation and academic performance in second language learning
title Relationship between emotional motivation and academic performance in second language learning
spellingShingle Relationship between emotional motivation and academic performance in second language learning
Abad-Mancheño, Alfonso
Age
Foreign language learning
Gender
Ideal self
Motivation
Ought-to-self
Educación
title_short Relationship between emotional motivation and academic performance in second language learning
title_full Relationship between emotional motivation and academic performance in second language learning
title_fullStr Relationship between emotional motivation and academic performance in second language learning
title_full_unstemmed Relationship between emotional motivation and academic performance in second language learning
title_sort Relationship between emotional motivation and academic performance in second language learning
dc.creator.none.fl_str_mv Abad-Mancheño, Alfonso
León-Mejía, Ana Cristina
Sánchez Cabrero, Roberto
author Abad-Mancheño, Alfonso
author_facet Abad-Mancheño, Alfonso
León-Mejía, Ana Cristina
Sánchez Cabrero, Roberto
author_role author
author2 León-Mejía, Ana Cristina
Sánchez Cabrero, Roberto
author2_role author
author
dc.contributor.none.fl_str_mv Departamento de Psicología Evolutiva y de la Educación
Facultad de Formación de Profesorado y Educación
dc.subject.none.fl_str_mv Age
Foreign language learning
Gender
Ideal self
Motivation
Ought-to-self
Educación
topic Age
Foreign language learning
Gender
Ideal self
Motivation
Ought-to-self
Educación
description This article presents the results of a research study on the role that affective motivation plays in learning a second language (L2). There were 171 American university students of Spain, German, Italy, and Japan as a second language participated in the study. This was an ex post facto, cross-sectional, and correlational quantitative study that informs us of which is the type of motivation most beneficial for learners and considers variables such as age, gender, academic performance, and the intention to continue studying a second language. An online questionnaire based on the Dörnyei motivational model was administered. The results show that the variables ideal self and “projection of intended effort” of the learners are positively and significantly related to the academic performance of the students and to the intention of enrollment in future foreign language classes. At the opposite extreme, the deontic self or ought-to-self does not correlate significantly with any of the rest of the variables considered. Regarding the cross-sectional analysis of age and gender, no significant differences were found in gender. However, there was a negative and significant correlation between age and academic performance. Furthermore, there was positive and significant correlation between age and projected effort.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-09-01
dc.type.none.fl_str_mv research article
http://purl.org/coar/resource_type/c_2df8fbb1
VoR
http://purl.org/coar/version/c_970fb48d4fbd8a85
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv http://hdl.handle.net/10486/707360
https://dx.doi.org/10.11591/ijere.v11i3.22495
url http://hdl.handle.net/10486/707360
https://dx.doi.org/10.11591/ijere.v11i3.22495
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Institute of Advanced Engineering and Science (IAES)
publisher.none.fl_str_mv Institute of Advanced Engineering and Science (IAES)
dc.source.none.fl_str_mv reponame:Biblos-e Archivo. Repositorio Institucional de la UAM
instname:Universidad Autónoma de Madrid
instname_str Universidad Autónoma de Madrid
reponame_str Biblos-e Archivo. Repositorio Institucional de la UAM
collection Biblos-e Archivo. Repositorio Institucional de la UAM
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15,301603

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